2012 assignment webcast ppt am basic session 1-final … · 04/12/2012 · 1 commission on teacher...

Commission Webcast on Assignment Monitoring Foundations of Assignment and Authorization

Morning Session #1 - December 4, 2012 9:00 am – 12:00 pm Table of Contents

1. Overview of Commission on Teacher Credentialing 2. Statute Versus Regulations 3. Credential History and Authorization Structure 4. Instructional Settings 5. Hiring Priority 6. Elementary and Secondary Assignments 7. Science Assignments 8. Substitute Teaching 9. Career Ladders –Special Education and General Education 10. Assignment Responsibilities & Monitoring 11. English Learner Authorizations

Enclosures Power Point Presentation Science Authorization Chart English Learner Authorization Chart General Education Ladder Special Education Ladder Federal Disability Definitions Special Education Authorization Chart If unable to access video feed of webcast an audio only option is available - http://www.ctc.ca.gov/live.html

Chat Room Questions - [email protected]

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Inspire, Educate, and Protect the Students of California

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1

Foundations of Assignment and Authorizations

December 4, 2012

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Topics Overview of Commission on Teacher Credentialing

Statute Versus Regulations

Credential History and Authorization Structure

Instructional Settings

Hiring Priority

Middle School Assignments

Substitute Teaching

Career Ladders –Special Education and General Education

Assignment Responsibilities & Monitoring

English Learner Authorizations

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Presentation and Handouts

Link to Foundations Webcast Session -

http://video.ctc.ca.gov/2012-12-04-Assignment-Monitoring-AM

Audio Onlyhttp://www.ctc.ca.gov/live.html

Chat Room [email protected]

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Commission on Teacher Credentialing (CTC)

CTC is educator licensing agency for state of California

Oldest independent state standards board in the nation

Commissioners appointed by the Governor and represent specific constituencies

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CTC Divisions

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ing Key Commission Responsibilities

Educator Licensure and Assignment Monitoring – Certification, Assignment and Waivers Division (CAW)

Educator Discipline - Division of Professional Practices (DPP)

Educator Preparation - Professional Services Division(PSD)

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CDEGovernor-Appointed

Commissioners

Preservice Preparation

Induction with CDE

Educator Licensing

Educator Discipline

Institutional and Program Accreditation

Assignment Monitoring

Elected State Superintendent

Inservice Development

Induction with CTC

K-12 Standards and Curriculum Frameworks

K-12 Student Assessment

Funding

Compliance Monitoring

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CTC

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Commission Authority for Authorizations

Education Code section 44225(e) provides that the Commission shall do all of the following: Determine the scope and authorization of credentials, to ensure competence in teaching and other educational services, and establish sanctions for the misuse of credentials and the misassignment of credential holders.

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Commission Authority for Authorizations

Education Code Section 44065 further provides the Commission the authority to designate the authorization and types of functions for teaching or service credentials as appropriate, whichever is designated in regulations adopted by the Commission on Teacher Credentialing, authorizing the particular service.

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Date of Issuance of Credentials

Title 5, section 80440:

(a) The issuance date of a credential may be determined by an office of the county superintendent of schools, a school district, a local education agency, a non-public school, non-sectarian school or agency certified by the California Department of Education, a California institution of higher education with a program accredited by the Committee of Accreditation or the California Commission on Teacher Credentialing provided the following conditions are satisfied: (1) all the requirements for the credential were met prior to the issuance date of the credential, and (2) the application is submitted to the Commission not more than three months after the issuance date of the credential.

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Inspire, Educate, and Protect the Students of California 11

California Credentials Elementary

Multiple Subject Credential (Used in self-contained classes and in middle school in core settings )

SecondarySingle Subject Credential

(Used in middle and high schools in departmentalized settings )

Education SpecialistVarious Specializations in Special Education

SpecialistReading, Math, Bilingual, Gifted, Early Childhood

ServicesAdministrator, Counselor, Nurse, Librarian, Speech-Language Pathology, Audiology ,and Orientation and Mobility)

Career Technical EducationIn Career Areas Aligned With Industry Sectors

Adult EducationAcademic & Non-Academic

PreschoolChild Development Permits

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Administrator’s Assignment Manual (AAM)

Located on Commission website & Credential Information Guide (CIG)

Commonly Asked Topics

Bookmarks

Search Options

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“Force of Law”—Statute

The lawmaking power of the State is vested by the Constitution in the Legislature, which adopts most statutes. Some statutes are adopted by the people through the initiative process.

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“Force of Law”—Regulations

Agencies within California State government adopt, amend, or repeal policies or procedures that are known as “regulations.” The purpose of these regulations is to clarify, implement, or make specific statutes.

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Standard Teaching Credentials

Ryan Credentials

General Teaching Credentials

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Historical Overview of General Education Credentials

SB 2042 Teaching Credentials

Supplementary/Subject Matter Authorizations

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General Education Teaching Credentials

General (also called Pre-Fisher)

Standard (also called Fisher)

Ryan (named after Assembly member Leo Ryan)

SB 2042 (named after bill number but was also called the Alpert/Mazzoni bill)

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General and Standard Credentials

Generals issued under the statutes that existed prior to 1961

Generals issued as clear or life only

Standards issued from 1961 through 1970 under the Fisher Act statutes

Standards issued as partial, clear, or life

Both General and Standards are no longer initially issued but can be renewed

Credential Authorization

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Standards - Majors and Minors

There were an unlimited number of subject possibilities because there was no prescribed list of subjects as there is under current law

Minors in art or music on Standard Secondary has broader authorization– The minor allows the holder to teach art

or music (as applicable) in grades K-6

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Standards - Majors and Minors

Subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department

– Social Science: History subject area only authorizes teaching history not sociology, geography, or broad subject area of social sciences

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Issued under a two-tier system - preliminary and clear—most initially qualify for preliminary

Preliminary no longer initially issued (01/01/2012)

Must upgrade to clear credential by 01/01/2018

Authorizes service in grades preschool, K-12, and adults

"Ryan Credentials" are issued under the Teacher Preparation and Licensing

Law of 1970 statute, including amendments and additions

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Multiple Subject - service grades preschool, K-12, and adults in self-contained class and in a core setting in grades 5-8

Single Subject – service grades preschool, K-12, and adults in subject(s) listed in a departmentalized setting

Ryan Credential

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Initially issued as preliminary only

Authorizes service to English learners

Renewable by completing Fifth Year of Study and advanced coursework or Induction Program

Authorizes service in grades preschool, K-12, and adults

“SB 2042 Credentials”-issued under Senate Bill 2042 (Alpert/Mazzoni) statute, including amendments and additions, beginning in 2003

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Supplementary & Subject Matter Authorizations

Supplementary Authorizations

Multiple & Single Subject Credentials only

Issued as Specific or Introductory Subjects

Subject Matter Authorizations

Multiple & Single Subject Credentials only

Established in 2005 in response to NCLB

Issued as Specific or Introductory Subjects

(NCLB Core Academic Subjects Only)

AAM – Section C Why does curriculum grade level matter?

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Intern CredentialsUniversity InternUniversity sponsored alternative teacher training program; cooperative effort between district and IHEBA, U.S. Constitution, CBEST, and subject

matter competence

District InternAlternative teacher training program by a district/county with an approved Professional Development Plan based on CTC standardsMultiple Subject – Grades K-8Single Subject – Grades 6-12BA, CBEST, and subject matter competence

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Assignment, Hiring and Placement Priorities

The employing agency must make a reasonable effort to recruit a fully prepared individual for an assignment.

The employing agency recruitment efforts focus on the following priorities -

EC §44225.7Coded 09-03

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Assignment/Hiring/Placement Priorities

1) Credential

Supplementary Authorization

Subject Area

2) InternUniversity

District

Subject Matter Authorization

EC §44225.7

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4)Emergency/Teaching Permit

5)Waivers

3) Local Teaching Assignment Options

EC §44256(b)

EC §44258.2

EC §44258.3

EC §44258.7(c)(d)

EC §44263

Assignment/Hiring/Placement Priorities

STSP

PIPEmergency

EC §44225.7

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Settings and Assignments

Elementary

Self-Contained

Secondary

Departmentalized

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Departmentalized Vs. Self-ContainedSelf-contained classrooms are generally

found in the elementary schools in grades preschool through six where all, or most, subjects are taught to one group of children by a single teacher. It is possible to find a self-contained classroom at a higher grade level, such as in a one-room school or an opportunity classroom.

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Departmentalized vs. Self-Contained Departmentalized classes are generally found in

middle schools, junior high schools and high schools, in which the teacher is assigned to instruct several different groups of students in a specific subject matter area or areas. Elementary schools also employ teachers in departmentalized classes, such as in physical education, music, or art.

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Teams Core Self-Contained

Grade Level at the middle schools

5-8, 6-8, 7-8, 7-9

How do you know what type of program the districts are operating?

What Type of Programs Do Your Districts Operate at the Middle

School Level?

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Elementary/Middle School Assignments

Math

HistoryTeam Teaching

Regrouping

Teacher A’s Self-Contained Class

Teacher B’s Self-Contained Class

Teacher B’s Self-Contained Class

Teacher A’s Self-Contained Class

Advanced Science

Remedial Science

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Middle School Assignments100 - 200 students

Group of teachers holding credentials or authorizations for service in

departmentalized setting

Teacher A

English Science

Teacher B

Social Science

Teacher C

Math

Teacher D

Teams

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Middle School Core Assignments

Elementary credential holder may teach two or more subjects to same group of students and also any subject in core in departmentalized setting at same grade level as core not more than 50% of assignment

Math/SciGrade 6

Math/SciGrade 7

Prep LunchMath or Science

Grades 6 or 7

1 2 3 4 5 6 7

EC§44258.1

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Foundational-Level Mathematics

Authorizes: general mathematics, alllevels of algebra, geometry, probability and statistics, and consumer mathematics

Content of the class determining factor not level - advanced placement or honors

Calculus and math analysis - outside the scope of authorizationCoded 07-09

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Science Credentials and Authorizations-Middle School

Middle school science classes

Traditionally general or introductory life and physical science content

Any credential authorizing general or introductory science is appropriate

If content is specifically life science or physical science, the teacher must hold a credential or authorization for that specific area of science

AAM – Appendix 3 - 7

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Foundational-Level General Science

Regulations amended to add new authorization

Provides flexibility to teach science primarily at elementary and middle school level

Authorizes general and introductory science (K-12 Level) and integrated science (K-8 level only)

T5§ 80004 Coded 09-02

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Specialized Science Single Subject Teaching Credentials

Authorizes the holder to teach the specialized science area(s) listed in grades preschool, K-12, and adults

The specialized science subject area DOES NOT authorize the teaching of general, introductory, or integrated science at any grade level

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Coded 03-0010

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Environmental ScienceMay fall under life/biological science or earth

science/geology or both areas depending upon content of class

No statewide definition for content of environmental science

School district needs to determine if the content is life and/or physical science

In some districts content is life science such as ecology, in others it may be physical science such as geology, and in others it be both

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Science Authorizations Charts

http://www.ctc.ca.gov/credentials/cig2/files/charts-CIG.pdf

Obtain an Initial Full Science Authorization[PDF]

Add a Full Science Authorization [PDF]

Foundational-Level General Science Authorization [PDF]

Specialized Science Authorization [PDF]

Science Credentials and Authorizations[PDF]

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See the Charts link in the CIG

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Elective ClassesIs there a credential that authorizes

the service?Must hold appropriate

credential or authorizationDriver EducationDramaFrench

YES

Study SkillsLeadershipPeer Mentoring

NO

Fully credentialed teacher whose training and knowledge best fits needs of the students;

requires teacher consent – Title 5 section

80005(b)

Cannot assign teacher holding any credential

AAM – Section C

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Intervention and High School Exit Exam Classes

Content of the class is determining factor for appropriate assignment

Type of class such as review, honors, intervention, supplemental instruction, advanced preparation is not a factor nor is the reason why the class is offered such as to help with the high school exit exam

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TOSA - Teacher on Special Assignment

Local level employment term – not a ‘state’ term

Can be any type of assignment so CTC always must ask what the ‘special assignment’ is before responding

If an individual is assigned as a TOSA in an instructional capacity to students, the individual needs to hold a credential or authorization in the subject area

Same applies to ‘resource’ assignments

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Fully credentialed teacher (check AAM)

30-Day Substitute – can serve in any county in state; serve for maximum 30 days for any one teacher during school year (20 days in sped assignment); may be renewed annually

Prospective – lacks degree; serve maximum of 90 days during school year; only one renewal

Career – service restricted to one school district; can serve for maximum 60 days for any one teacher during school year (20 days in sped assignment); may be renewed annually

Substitute Teaching

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Maximum 30 days in a general education assignment (consecutive or intermittent during school year)

Maximum 20 days in a special education assignment (consecutive or intermittent during school year)

Cannot take one day off and return to same class

The holder of an Emergency 30-Day Substitute Permit ....

Substitute Teaching

AAM – Section H

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EC §56062. Employer shall use the following priorities in placing substitute teachers in special education classrooms:

(a) A substitute teacher with the appropriate special education credential or credentials.

(b) A substitute teacher with any other special education credential or credentials.(c) A substitute teacher with a regular teaching

credential.EC §56063. Employer shall be responsible for seeking, and maintaining lists of, appropriately credentialed substitute teachers.

Special Education Substitutes

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Special Education Certification Ladder

Variable Term

Waiver

Short-Term Staff Permit

(STSP)

Full Credential

Issued for five years

Completion of approved

program

Issued in all full

specialty areas

Issued yearly

Requirements must be met for renewal

Issued in all full specialty

areas

PIP is issued yearly for a total of two

years if renewal

requirements completed


areas December 2012

Provisional Internship

Permit (PIP)

STSP is issued for one year

only

Issued in all full

specialty areas

Issued for two years

(university) or three

years (district)


program


areas

District or University

Intern Credential

Initial Issuance

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Special Education Limited

Assignment Permit

Issued yearly for a total of three years per

specialty area


Issued in all full specialty areas

Added Authorization in

Special Education

Valid as long as prerequisite is valid

Completion of approved program

Issued in specific areas within full

specialty area


December 2012

For Fully Credentialed Special Education Teachers

Local Teaching

Assignment Option

Autism only

No document

issued

Sunsets Fall 2013

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Education Specialist Teaching Credential Structure

Content SpecializationEntry

CertificationAdvanced

Certification

Mild/Moderate Preliminary MM

ClearTeaching

Credential

Moderate/Severe Preliminary MS

Deaf and Hard of Hearing

Preliminary DHH

Visual Impairment Preliminary VI

Physical Impairment Preliminary PHI

Early Childhood Special Education

Preliminary ECSE

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Added Authorizations in Special Education (AASE)

Flexibility to assign teachers to serve students in more than one special education area

Teachers are appropriately assigned

Not mandatory for ALL special education teachers

Available 7/3/2009

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AASE

♦ Six areas─Autism spectrum disorders─Deaf-blind─Emotional disturbance ─Orthopedically impaired─Other health impairment─Traumatic brain injury

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Special Education Limited Assignment Permit (SELAP)

Purpose Bridge to allow time to complete

requirements for Added Authorization in Special Education (AASE) or full specialty area

Ensures appropriate assignments

Places teacher on credential path

Issued in all current Education Specialist specialty areas

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SELAP RequirementsHold prerequisite special education

credential

Three semester units or one year experience in specialty area requested

Have valid Declaration of Need (DON) on file

Assign experienced educator

Maximum two renewals per specialty area

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General Education Certification Ladder

Variable Term

Waiver


(STSP)

Full Credential



program

Issued in all full subject

areas

Issued yearly



areas


years if renewal



areas December 2012


Permit (PIP)


only

Issued in all full subject areas



years (district)


program


areas


Intern Credential

Initial Issuance

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General Education Limited

Assignment Permit(GELAP)


subject area


Issued in all full subject areas

Supplementary and

Subject Matter Authorizations


Completion of appropriate coursework

Issued in introductoryand specific

subject areas

General Education Certification Ladder

December 2012

For Fully Credentialed General Education Teachers

Local Teaching

Assignment Option

Subject Matter

Local Board Approval

Teacher Consent

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Option Requires Grade Basic CredentialEC §44256(b) 6/12 sem units K-8 elementary

EC §44258.2 6/12 sem units 5-8 secondary

EC §44258.3 subject matter K-12 elementary/(Craven) competence per secondary

board approvedpolicies/procedures

EC §44258.7(c)(d) subject matter K-12 elementary/(Comm on Assign) competence per secondary

Elective classes board approvedonly policies/procedures

EC §44263 9/18 sem units K-12 elem/secondary

Local Teaching Assignment Options/ Board Resolutions/EC Assignments

To teach in a departmentalized setting

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General Education Limited Assignment Permits (GELAP)

Issue in Multiple or Single Subject

Renew by completing appropriate subject Exams

Effective July 3, 2009

Renewal Requirements

– Hold a valid teaching credential

– 6 semester or 9 quarter units or pass two sections of required subject matter exams

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Emergency Permits

Emergency CLAD and Bilingual, RSP, and Teacher Librarian

Hold appropriate prerequisite credential

Issued in one year periods

Renewal based on course work (or passage of exams for CLAD and Bilingual)

Annual Declaration of Need (DON) and provide orientation, guidance, and assistance

Equivalent authorization statements

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Teaching Permits Purpose

Short-Term Staff Permit (STSP)

Acute staffing need

Teacher unable to complete school year

Enrollment adjustments

Provisional Internship Permit (PIP)

Anticipated staffing need

Conducts a diligent search but unable to find credentialed teacher

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STSP

Non-Renewable

Cannot exceed one school year

Restricted to employing agencyEmployer Requirements:

• Recruitment

• Provide orientation and ongoing support

• Written justification signed by superintendent or designee

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PIP Issued in one year increments,

restricted to employing agency with one-time renewal

Employer conducts a diligent search but unable to find a credentialed teacher or qualified intern teacher

Employer provides supervision, support and mentoring, and assistance to complete subject-matter competence

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Variable Term Waiver

Allows employer to fill an assignment while searching for a credentialed teacher

Only issued if the employer and the candidate meets the waiver criteria for the assignment

Option of Last Resort

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Break10 Minutes

+

Return for Chat Line Q&A

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Assignment Responsibilities

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Do Teachers Need to Hold a Credential or Authorization?

Individuals need to hold the appropriate authorization prior to providing instructional services

EC §44001 EC §44225(e)

EC §44830(a)EC §44831

EC §44253.1 EC §33126(b)(5)(B)

EC §44258.9 (b)(2) EC §44258.9 (e)(2)(3)

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Misassignment(Unauthorized Assignment)

“Misassignment” is defined in Education Code§33126(b)(5)(B) and clarified in Title 5 §80339(f)

Placement of a certificated employee in a teachingor services position for which the employee doesnot hold a legally recognized certificate, credential,permit, or waiver with an appropriate authorizationfor the assignment or is not legally authorized forthe assignment under another section of statute orregulations

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Assignment ResponsibilitySite, district and county administrators have theresponsibility under EC §44258.9(b) to:

♦ Have evidence of the credential(s) each individual holds in order to make a legal and appropriate assignment.

♦ If an assignment is made on the basis of an option in the EC, documentation of the reason which authorizes the assignment (EC section, Title 5 section, etc) should be referenced in the employing agency’s files

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California Education Code (EC)

Individuals need to hold the appropriate authorization prior to providing instructional services, including EL services

EC §44001

EC §44830(a)

EC §44831

EC §44253.1

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“. . . For these pupils to have access to quality education, their special needs must be met by teachers who have essential skills and knowledge related to English language development, specially designed content instruction delivered in English, and content instruction delivered in the pupils’ primary languages. . .”

Education Code §44253.1

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English Learner Authorizations

EL authorizations required when local level determines EL instructional services needed regardless of . . .

Schools’ “decile” rank

Subject area or type of setting

Number of EL students in the class

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Types of EL AssignmentsEnglish Language Development (ELD)

Content subject area that provides instruction to promote the acquisition of listening, speaking, reading, and writing skills in English

Specially Designed Academic Instruction in English (SDAIE)

Instruction in subject matter, such as math or social science, presented in English

BilingualInstruction presented in student’s primary language

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Service Credentials

EL authorization is a teaching authorization to provide instructional services

Service credential holders: providing services, not teaching—no EL authorization is required

Exception - Service Credential holders with a Special Class Authorization (SCA)—individuals providing instructional services to ELs on a special class authorization must hold an appropriate EL authorization

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Assignment Monitoring and

Reporting

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Why Do County Offices Need to Monitor the Certificated Assignments in their Districts?

Based on findings and recommendations of a statewide study of certificated staff, in 1987 the Commission sponsored Senate Bill (SB) 435

SB 435 – Education Code (EC) §44258.9Effective 1/1/1988

In The Beginning…

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Monitoring Responsibilities

♦ The Commission has oversight for appropriate and legal assignment of ALL certificated personnel─ Subject area, grade level, and English

learner (EL) authorization

♦ EC §44258.9 directs county superintendents to annually report the results of the review of assignments in the schools districts within their county

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♦ Work with districts to correct misassignments reported

♦ Report to the Legislature summarizing certificated employee assignments/ misassignments

♦ Establish and enforce sanctions for misassignments reported to CTC for certificated employees

♦ Annually distribute monitoring funds

Commission Responsibilities

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Monitoring and Reporting

♦ All teaching and non-teaching in one-fourth of districts within county

♦ All teaching and non-teaching in Decile 1, 2, and 3 (2009 API) schools (unless under state or federal review)

♦ Data collection for appropriate EL certification of K-12 teachers in Decile 1, 2, and 3 (2009 API) schools

♦ Verify that all misassignments identified are corrected within 30 days

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County Offices of Education♦ Annually monitor district certificated

assignments in one-fourth of their districts, monitor decile 1, 2, and 3 schools, and collect EL data in appropriate schools

♦ Submit online Assignment Monitoring Review Report including decile 1, 2, and 3 school data and EL data collection to the Commission by July 1st of each year (except single district counties)

♦ Verify that all misassignments found in districts are corrected within 30 days

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Notification Reminders County superintendent shall advise certificated

person of legality of assignment within 15 working days

No adverse action may be taken against a certificated person who files a notification of misassignment with the county superintendent

If it is determined to be a misassignment, any performance evaluation under Sections 44660 to 44664, inclusive, in any misassigned subject shall be nullified

EC§44258.9(e)(2)

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Notification of Misassignment

Any certificated person required by an administrative superior to accept an assignment when holding no legal authorization shall…1)Attempt to resolve at local level2)Notify county superintendent in

writing

EC§44258.9(e)(2)

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Site Administrators - provide to district School site (class)/master schedules

School District Office - provide to county School site (class) and master schedules

School board minutes, names, and subjects assigned for all individuals serving on board authorizations

Policies, practices, guidelines, board resolution and record of action per EC §44258.3 (Craven) and Committee on Assignments

Duties and Responsibilities

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SanctionsFailure to correct identified misassignments

result in a variety of actions and sanctions♦ Compliance agreement♦ Notification and presentation to district

governing board

♦ Referral to Committee on Authorized Assignments for investigation

♦ Referral to Committee on Credentials for adverse action on credentials held by responsible parties

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No Child Left Behind (NCLB) Compliance

NCLB compliance and appropriate assignment are separate topics that do not always match

High Objective Uniform State Standard of Evaluation (HOUSSE) is not an authorization to serve

Contact CDE with questions concerning NCLB/IDEA Compliance

[email protected]

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English Learner Data ReportingEC §44258.9(c)(4)(A)

Schools in Deciles 1, 2, and 3 (2006 API)

Number of classes (including, but not limited to, core content, electives, special education, vocational, and alternative education) in which 20% or more of students are Els

Number of the classes noted above that are taught by an EL authorized teacher & number without an EL authorized teacher

87

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Charter SchoolsCommission does not have monitoring

authority – Review for appropriate credential and authorization responsibility of chartering authority

CDE reviews charter school assignments as part of their funding process and may require an exact match between credential and assignment

Contact the CDE Charter School Staff at 916-322-6029 or [email protected]

EC §47605(l)

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2009 API (Academic Performance Index)

Starting with the 2010-2011 school year, API reporting year changed

API changes every three years

List of schools subject to annual monitoring available on California Department of Education Website

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Online Assignment Monitoring Databases

Three Databases Online- One-Fourth Assignment Monitoring- EL Data/Decile 1, 2 & 3 School Monitoring- Uncorrected Misassignments

Data aggregated to the district level Teacher vacancies, by district, for all

districts in county monitored or not (Enter zero if there are no vacancies)

Information sent to county offices in April

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2012 Legislative Report on Assignment Monitoring

Available on CTC website homepage under “Reports” link

Provides statewide data results for the assignment monitoring conducted by county offices from August 2007 through June 2011

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Review of Decile 1, 2, and 3 Schools Exception

No teacher misassignments or vacancies found for 2 consecutive years

Next assignment monitoring review is according to their district’s regular four-year cycle

EL data collection must be completed annually regardless of number of misassignments or vacancies

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What’s New in Assignment Monitoring for Special

Education? In depth monitoring now drills down to the

disabilities of students Identifies all certificated educators providing

instruction and/or services to students on an IEP/IFSP/ITP

Verifies that educator is authorized and prepared educator to provide instruction and/or services indicated

93

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Assignment Monitoring Documentation

Districts and counties work together to provide all necessary information including -

Site Information

Teacher Information

Student Information

Assignment Information

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One or more students need instruction or services for a disability area (as determined by the IEP) that is not authorized by the credentials or authorizations held by the teacher unless another appropriately authorized educator is identified as providing the necessary services or instruction (push-in/pull-out/consultation)

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Certification, Assignment and Waivers Division

Contact us!

Information ServicesEmail: [email protected]

Assignment Unit Email: [email protected]

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Keep Informed!

Subscribe to these Listservs to stay up to date:

[email protected]

[email protected]

[email protected]

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Chat Line

Final Q & A

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Lunchtime!

Thanks for tuning in. We’ll be back at 1:00 PM with the afternoon session.

If you will be tuning in to the PM broadcast, you must log out of this session first.

Use this link for the PM broadcast:http://video.ctc.ca.gov/2012-12-04-Assignment-Monitoring-PM

99

Science Credentials and Authorizations

Note: An ‘X’ indicates the area of assignment authorized; specific grade level restrictions appear in some of the boxes; otherwise see document in each section for grade level limitation such as General and Standard Credentials and supplementary and subject matter authorizations

Type of Credential Biological Science Chemistry Physics Earth/

Geosciences Integrated

Science Intro/General

Science Intro Life

Science Intro Physical

Science Single Subject Teaching Credentials (service in grades preschool, K - 12, and adults)

Science: Biological Science X 7-12 X X X

Science: Chemistry X 7-12 X X X

Science: Physics X 7-12 X X X

Science: Geoscience X 7-12 X X X

Foundational-Level General Science 7-8 X X X Biological Science (Specialized) X

Chemistry (Specialized) X

Physics (Specialized) X

Geoscience (Specialized) X

Life Science X 7-9 X X

Physical Science X X X 7-9 X X Standard Elementary Teaching Credentials (service in grades K- 9)

MAJOR in biological science area X 7-9 X X

MAJOR in physical science area 7-9 X X

MINOR in biological science area X X MINOR in physical science area K-8

Standard Secondary Teaching Credentials (service in grades 7 - 12) MAJOR in biological science area X 7-9 X X

MAJOR in physical science area 7-9 X X

MINOR in biological science area X X MINOR in physical science area 7-8 Service is restricted to the specific subject area of the major, minor, or supplementary/subject matter authorization listed on the credential

The Adm

inistrator’s Assignm

ent Manual A

ppendix – 3 05/12


Geoscience Integrated


Science Intro Life


Science General Teaching Credentials

Elementary (gr K-8) X X X X 7-8 X X X Junior High (gr 7-9) X X X X 7-9 X X X Secondary (gr 7-12) X X X X 7-12 X X X

Credential Major, Minor, and Supplementary/Subject Matter Authorization Combinations

Type of Credential Biological Science Chemistry Physics Earth /

Geoscience Integrated


Science Intro Life


Science Single Subject - life science; supplementary/ subject matter authorization in specific physical or earth/ geoscience

X 7-12 X X 7-8

Single Subject - physical science; supplementary/ subject matter authorization in specific life science

X X X X 7-12 X X X

Standard Secondary - major in biological science; supplementary/ subject matter authorization or minor in specific physical science

X 7-12 X X 7-8

Standard Secondary - major in physical science; supplementary/ subject matter authorization or minor in specific life science

X 7-12 X X X

Standard Secondary - major in geoscience or earth science; supplementary/subject matter authorization or minor in specific life science

X X 7-12 X X X

Service is restricted to the specific subject area of the major, minor, or supplementary/subject matter authorization listed on the credential

The Adm


ent Manual A

ppendix - 4 05/12


Geosciences Integrated


Science Intro Life


Science

Introductory Subject Matter Authorizations added to Single Subject, Multiple Subject, Standard Elementary or Standard Secondary Teaching Credential, or Special Secondary (in academic subjects only) Teaching Credentials (authorize the holder to teach only the subject matter content typically included for that subject in curriculum guidelines and textbooks for study in grades 9 and below to students in preschool, kindergarten, grades 1–12, or in classes organized primarily for adults) Intro Science X X 7-9 X X X

Specific Subject Matter Authorizations added to Single Subject, Standard Secondary, Multiple Subject, Standard Elementary or Standard Secondary Teaching Credential or Special Secondary (in academic subjects only) Teaching Credentials (service in grades K - 12)

Biological Science X X Chemistry X Geosciences X Physics X Plant Science ■ Introductory Supplementary Authorizations added to Single Subject or Standard Secondary Teaching Credential, or Special Secondary (in academic subjects only) Teaching Credentials (authorize the holder to teach only the subject matter content typically included for that subject in curriculum guidelines and textbooks for study in

grades 9 and below to students in preschool, kindergarten, grades 1–12, or in classes organized primarily for adults) Intro Science X X 7-9 X X X Intro General Science 7-9 X X X Intro Life Science X X Intro Physical Science X X

Specific Supplementary Authorizations added to Single Subject or Standard Secondary Teaching Credential, or Special Secondary (in academic subjects only) Teaching Credentials (authorize service in grades preschool, K – 12, and adults) Biology X X Chemistry X Earth Science X Physics X Biological Science X X Geosciences X Animal Science ■ Plant Science ■ Supplementary Authorizations added to Multiple Subject or Standard Elementary Teaching Credentials (services in grades 9 and below) Science X X 7-9 X X X General Science 7-9 X X X Life Science X X Physical Science X X

“Basic” Specific Supplementary Authorizations added to Single Subject or Standard Secondary Teaching Credential, or Special Secondary (in academic subjects only) Teaching Credentials (service in grades preschool, K – 12, and adults) in English, Math and Foreign Language (no longer available)

General Science 7-12 X X X ■ Supplementary authorizations in Animal Science and supplementary/subject matter authorizations in Plant Science authorize teaching the specific subject only The holder is authorized to teach this subject area; however, the subject area is not commonly taught in grades 9 and below "(Basic)" supplementary authorizations were issued under regulations in effect prior to 6-30-83; these are broad subject areas, but the term "(Basic)" should alert the employing agency that the holder may

not have had extensive course work in the area and may not be the best choice to teach an advanced course in the subject

The Adm


ent Manual A

ppendix - 5 05/12

G. INSTRUCTION FOR ENGLISH LEARNERS, CONTINUED

The Administrator's Assignment Manual G-13 12/10

Appropriate English Learner Authorizations for Certificated Assignment Monitoring and Data Collection per EC §44258.9

The term of the CTC documents (rows 1-14) may be waivers, emergency permits, provisional internship or short-term staff permit, intern credentials/certificates, or preliminary, clear, Level I, Level II, professional clear, or life credentials. The certificate in row 15 is a locally issued document and does not have a term.

English Language Development

(ELD)

Specially Designed Academic Instruction in English (SDAIE) 1

Instruction in Primary Language

(Bilingual)

1 1

1 Bilingual Specialist Credential Bilingual Specialist Credential Bilingual Specialist Credential

2 Bilingual Certificate of Competence (BCC)

Bilingual Certificate of Competence (BCC) 2

Bilingual Certificate of Competence (BCC) 2 2

3 BCLAD Certificate2 BCLAD Certificate or BCLAD Emphasis

2 BCLAD Certificate or BCLAD Emphasis

2 or BCLAD Emphasis

4 Sojourn Teaching Credential

5 Bilingual Authorization or Educator Authorization (Bilingual)

Bilingual Authorization or Educator Authorization (Bilingual)

Bilingual Authorization or Educator Authorization (Bilingual)

6 Language Development Specialist (LDS) Certificate

Language Development Specialist (LDS) Certificate 2 2

7 CLAD Certificate or CLAD Emphasis

CLAD Certificate or CLAD Emphasis2 2

8 Multiple or Single Subject Credential with AB 1059 English Learner Authorization

Multiple or Single Subject Credential with AB 1059 English Learner Authorization

9 Multiple or Single Subject SB 2042 Credential

Multiple or Single Subject SB 2042 Credential

10 Education Specialist Credential with AB 1059 English Learner Authorization

Education Specialist Credential with AB 1059 English Learner Authorization3 3

11 General Teaching Credential 4

12 Supplementary Authorization in English as a Second Language 2

G. INSTRUCTION FOR ENGLISH LEARNERS, CONTINUED

The Administrator's Assignment Manual G-14 12/10

English Language Development (ELD)

Specially Designed Academic Instruction in English (SDAIE) 1

Instruction in Primary Language

(Bilingual)

1 1

13 Certificate of Completion of Staff Development 5

Certificate of Completion of Staff Development 5

14

Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

15 SB 1969 Certificate of Completion

SB 1969 Certificate of Completion 6

6

Note:

The Plan to Remedy was a compliance program through the CDE. Individuals enrolled in this program working to earn a CLAD or BCLAD Certificate were considered to be appropriately assigned until July 1, 2005. After July 2005, CTC no longer accepts enrollment in a Plan to Remedy for appropriate authorization to serve English learners.

1

There may be restrictions to the grade level and subject area(s) that may be taught in each of the settings – check document for specific authorization. All CTC-issued documents with the exception of the multiple subject, single subject, and education specialist teaching credentials require a prerequisite teaching credential.

2

These certificates or authorizations are no longer initially issued but remain valid and appropriate to serve English learners.

3

Not all education specialist teaching credentials include an EL authorization. Check the document before assigning a teacher to serve ELs.

4

Although these credentials may legally be assigned to teach ESL/ELD, it is not recommended that employing agencies use these credentials unless the holder possesses skills or training in ESL/ELD teaching. Authorization is limited to grade level of credential.

5

Provisions for this option, other than designated subject credentials in vocational education and special subjects and services credential with a special class authorization, sunset on January 1, 2008. Instruction is limited to SDAIE instruction in a departmentalized classroom in the subject and grade authorized by the individual’s basic credential and instruction in a self-contained classroom in which the teacher is responsible for instructing the same students. Holders of vocational and special subject designated subjects credentials in vocational education and special subjects and services credential with a special class authorization are restricted to teaching SDAIE only.

Unlike CLAD, the CCSD does not include the teaching English language development in a

departmentalized setting. 6

The SB 1969 Certificate no longer may be issued by an employing agency but remains valid. CTC stopped registering SB 1969 Certificates on July 1, 2003. CTC will not register any of the certificates after July 1, 2003 regardless of the circumstances. An SB 1969 Certificate that was not registered with CTC is still valid. The individual will need to show the certificate to their current employer and will also need to provide it to any new employers in the future.

Unlike CLAD, the CCSD does not include teaching English language development (ELD) in a departmentalized setting.

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Ensuring Educator Excellence


Variable Term

Waiver


(STSP)

Full Credential



program

Issued in all full

specialty areas

Issued yearly



areas


years if renewal



areas

October 2011


Permit (PIP)


only

Issued in all full

specialty areas



years (district)


program


areas


Intern Credential

Initial Issuance

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Ensuring Educator Excellence

Special Education Limited

Assignment Permit (SELAP)


specialty area


Issued in all full specialty areas

Added Authorization in

Special Education (AASE)


Completion of approved program

Issued in specific areas within full

specialty area


October 2011

For Fully Credentialed Special Education Teachers

Local Teaching

Assignment Option

Autism onlyNo

document issued

Sunsets Fall 2013 2

Federal Disability Definitions

Title 34: Education PART 300—ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES

Sec. 300.8 Child with a disability (a) General.

(1) Child with a disability means a child evaluated in accordance with Sec. Sec.300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ``emotional disturbance''), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate

evaluation under Sec. Sec.300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with Sec.300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(b) Children aged three through nine experiencing developmental delays. Child with a disability

for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in Sec.300.111(b), include a child—

(1) Who is experiencing developmental delays, as defined by the State and as measured by

appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

(c) Definitions of disability terms. The terms used in this definition of a child with a disability are

defined as follows: (1)(i) Autism means a developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr;sid=64e8722e2dfed5b5bfd78a44e87293a4;rgn=div5;view=text;node=34%3A2.1.1.1.1;idno=34;cc=ecfr

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of

which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

(3) Deafness means a hearing impairment that is so severe that the child is impaired in

processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance.

(4)(i) Emotional disturbance means a condition exhibiting one or more of the following

characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health

factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers

and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school

problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

(5) Hearing impairment means an impairment in hearing, whether permanent or fluctuating,

that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

(6) Mental retardation means significantly subaverage general intellectual functioning, existing

concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

(7) Multiple disabilities means concomitant impairments (such as mental retardation-blindness

or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a

child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that--(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and(ii) Adversely affects a child's educational performance.

(10) Specific learning disability--(i) General. Specific learning disability means a disorder in

one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

(11) Speech or language impairment means a communication disorder, such as stuttering,

impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

(12) Traumatic brain injury means an acquired injury to the brain caused by an external physical

force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

13) Visual impairment including blindness means an impairment in vision that, even with

correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

[Authority: 20 U.S.C. 1401(3); 1401(30)] http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=a8493b2e1c8d7bb90fca3eef0c28b3eb&rgn=div8&view=text&node=34:2.1.1.1.1.1.36.7&idno=34

http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=a8493b2e1c8d7bb90fca3eef0c28b3eb&rgn=div8&view=text&node=34:2.1.1.1.1.1.36.7&idno=34




Spec

ific

Lea

rnin

g D

isab

ility

/Men

tal

Ret

arda

tion

(Mild

/Mod

erat

e)

Men

tal R

etar

datio

n (M

oder

ate/

Seve

re)

Em

otio

nal D

istu

rban

ce

Mul

tiple

Dis

abili

ties

Aut

ism

Spee

ch o

r L

angu

age

Impa

irm

ent

Dea

fnes

s or

Hea

ring

Im

pair

men

t

Dea

f-B

lindn

ess

Vis

ual I

mpa

irm

ent

Incl

udin

g B

lindn

ess

Ort

hope

dic

Impa

irm

ent

Oth

er H

ealth

Impa

irm

ent

Tra

umat

ic B

rain

Inju

ry

Education Specialist Instruction Credentials (initially issued effective September 27, 1997- except Language and Academic Development effective September 03, 2011) *Also authorizes service as a resource specialist across all disability areas at the grade level of the document.

Mild/Moderate * (K-12 to Age 22) X X ♦1 X

Moderate/Severe * (K-12 to Age 22) X X X X X Language and Academic Development * (Pre-K to Age 22) ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2 ♦2

Deaf & Hard-of-Hearing * (Birth to Age 22) ♦1 X X

Physical & Health Impairment * (Birth to Age 22) X ♦1 X X X

Visual Impairment * (Birth to Age 22) ♦1 X X

Early Childhood Special Education * (Birth to Pre-K only)

X X X X X X X

Early Childhood Special Education Certificate (Birth- Pre-K only) 3

X X X X X X X

Added Authorizations in Special Education - AASE (initially issued effective July 03, 2009) ** Holder authorized to conduct assessments, provide instruction, and special education related services to individuals within disability across the continuum

of special education program options at the grade and age levels authorized by the prerequisite credential.

Autism Spectrum Disorders** X

Deaf-Blind ** X

Emotional Disturbance ** X

The Adm


ent Manual F-19 12/2011


Spec

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Added Authorizations in Special Education - AASE (continued)

Other Health Impairment ** X

Orthopedic Impairment** X

Traumatic Brain Injury** X Early Childhood Special Education Added Authorization ** (Birth- Pre -K only) 3 X X X X X X X

Ryan Service Credentials with a Special Class Authorization Speech Language Pathology Services With Special Class Authorization (Birth to Age 22)

X X

Clinical or Rehabilitative Services in Language, Speech & Hearing With Special Class Authorization (Birth to Age 22)

X X

Ryan Specialist Instruction Teaching Credentials (initially issued 1976 to September 27, 1997; renewals available) Communication Handicapped ♦4 X X X

Learning Handicapped X ♦5 X

Severely Handicapped X X X X X

Physically Handicapped X ♦6 X X X

Visually Handicapped X X

The Adm




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Standard Teaching Credentials (initially issued 1961 to 1976; renewals available) Minor-Mentally Retarded X X ♦5 X

Minor-Speech & Hearing Handicapped X

Minor-Deaf & Severely Hard-of-Hearing X

Minor-Visually Handicapped X

Minor-Orthopedically Handicapped Including the Cerebral Palsied

X X X X

Standard Limited Specialized Preparation Teaching Credentials (initially issued 1961 to 1976; renewals available) Mentally Retarded X X ♦5 X

Speech & Hearing Handicapped X

Deaf & Severely Hard-of Hearing X

Visually Handicapped X

Orthopedically Handicapped Including Cerebral Palsied X X X X

The Adm




Spec

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Lea

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Standard Restricted Teaching Credentials (initially issued 1961 to 1976; renewals available) Educable Mentally Retarded X ♦5

Trainable Mentally Retarded X ♦ 5 X

Speech & Hearing Therapy X

Orthopedically Handicapped Including the Cerebral Palsied X X X X

Deaf & Severely Hard-of-Hearing X

Deaf-Blind X

Severely Hard-of-Hearing X


Exceptional Children Teaching Credentials (initially issued prior to 1961; renewals available) Mentally Retarded X X ♦ 5 X

Speech Correction & Lip Reading

X

Orthopedically Handicapped Including the Cerebral Palsied

X X X X

Deaf or Hard-of-Hearing X


The Adm




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(Mild

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Em

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Mul

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Dis

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Aut

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Special Secondary Teaching Credentials initially issued prior to 1961; renewals available) Mentally Retarded X X ♦ 5 X

Correction of Speech Defects X

Deaf X

Lip Reading X

Partially Sighted Child X

Blind X

1 Autism Spectrum Disorders (ASD) content is included in all preliminary Education Specialist Teaching Credential programs in all specialty areas. The preliminary credential will authorize the holder to provide autism instructional services to students within the specialty area(s) of their credential. The additional ASD authorization is for California-prepared special educators. The ASD authorization will appear as a separate authorization on the Education Specialist Teaching Credential document.

2 The Language and Academic Development Education Specialist Credential authorizes services for ages preschool to age 22 across disability areas limited to

3 An individual must hold a valid prerequisite special education credential; the certificate and added authorization authorizes services for ages birth to pre-K only.

students identified with academic communication and language needs in the following areas: language development, school readiness and social skills, and literacy development addressing competencies across the curriculum in listening, speaking, reading, writing, and academic areas.

4 Individuals holding the Communication Handicapped employed under the following autism option prior to July 1, 2010 may continue to serve but no new individuals may be placed on the basis of this option after this date. Holder must have taught full-time for at least one year prior to September 1, 1991, in a special class in which the primary disability was other health impaired (autistic), and have received a favorable evaluation for that service from the employing school district. Acceptance of experience is a local employing agency decision.

5 Individuals employed under the following emotional disturbance option prior to July 1, 2010 may continue to serve but no new individuals may be placed on the basis of this option after this date. Holder must have taught full-time for at least one year prior to September 1, 1991, in a special class in which the primary disability was seriously emotionally disturbed and have received a favorable evaluation for that service from the employing school district OR completed a Commission-approved program for the seriously emotionally disturbed (none currently available). The certificate of completion is issued by the college or university and must be kept on file at the employing agency. Acceptance of experience is a local employing agency decision.

6 Issued prior to January 1, 1981, on the basis of completing a Commission-approved program in which the focus was the Visually Handicapped.

The Adm



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